Aspectos contextuales en la formación de diseñadores: comprender el taller de diseño = Contextual aspects in the training of designers: understanding the design-studio
DOI: https://doi.org/10.20868/ardin.2017.6.3591
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Resumen
El taller de diseño ha sido abordado por distintos autores los cuales se expondrán a través de este texto, destacando algunas particularidades que van desde cómo un espacio contextual como el mismo, impacta en la forma en que un estudiante construye su propio conocimiento, hasta observar cómo el designstudio se convierte en un contexto en el que también se forma la cultura del diseño y perspectiva que tiene ante la misma un estudiante. Se destaca, además, la parte conversacional del taller, es decir, que la docencia dentro del taller se centra en conversaciones, con uno mismo, con los docentes, con otros estudiantes, a través de imágenes, objetos, espacios. Se discuten asimismo algunas propuestas que han surgido para que el aprovechamiento del taller de diseño sea mejor, así como también se exponen algunas estrategias implementadas por estudiantes para aprovecharlo.
Finalmente, el capítulo concluye con la presentación de posturas que proponen realizar un cambio sustancial en la educación del diseño, que se había centrado en la preocupación por el desarrollo de objetos, a través de la discusión del diseño como una forma de intervenir y transformar sistemas para lograr que la formación de los estudiantes sea más significativa.
Abstract
The design studio has been approached by different authors who will be discussed through this article, highlighting several aspects such as the impact of the physical context on the way a student constructs knowledge, and also observing how the design-studio becomes a context by which a particular perspective and design culture is formed in the student's mind. The conversational part of the design-studio is also emphasized, that is, that teaching inside it, is all about conversations, with oneself, between students, and between teachers with students through images, objects, space, words. Thorough this article are also discussed some proposals that have emerged to improve the design studio, as well as student's strategies to overcome it. Finally this article concludes with a discussion of perspectives that call to a substantial change in design education that needs to be focused on intervening and transforming systems, instead of being centered in the developing of images and objects.
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